Abstract
Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while also being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). E-learning platforms and blended pedagogies have transformed the higher education landscape, changing how teaching and learning occur along with learner expectations about the nature of their learning experience. Active-learning, collaborative learning, blended pedagogies and flexibility in deciding where, when and how they engage have now become mainstreamed (Gaebel, Kupriyanova, Morais, & Colucci, 2014). In the peer leader training and development landscape, blended pedagogical approaches are typically not applied; however, if adopted, they have the potential to similarly transform the learning experience. This article describes a student-centred blended and flipped classroom model of peer leader training that aims to establish a more flexible, connected, coherent and deeper student learning experience.
Highlights
Providing a high-impact peer leader training and professional learning program that equips students with the necessary capabilities and mindsets to perform their role effectively, has been identified as central to the success of any peer program as it has the potential to ensure that the intended program outcomes are achieved (Karcher, Herrera, & Hansen, 2010; Esplin, Seabold, & Pinnegar, 2012)
This paper reports on a university-wide model for peer leader training that applies the principles of blended learning in order to optimise learning outcomes
The blended model of online training with a face-to-face training day was piloted in 2016 with 626 peer leaders trained to take on 721 beginner roles across 33 peer programs
Summary
Blended and flipped classroom pedagogical models are recognised as having the potential to deepen and enrich student learning while being a more engaging learning experience (Partridge, Ponting, & McCay, 2011). In the peer leader training and development landscape, blended pedagogical approaches are typically not applied; if adopted, they have the potential to transform the learning experience. This article describes a student-centred blended and flipped classroom model of peer leader training that aims to establish a more flexible, connected, coherent and deeper student learning experience. This practice report has been accepted for publication in Student Success.
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